Data Collection Resources: Books and Articles
Books
Alberto, P. A., & Troutman, A. C. (2009).Applied behavior analysis for teachers (8th
ed.). Upper Saddle River, NJ: Merrill.
Kerr, M. M., & Nelson, C, M. (2010). Strategies for addressing behavior problems in
the classroom (6th ed.). Boston, MA: Pearson.
Articles
Below are articles that provide examples of how different data collection (permanent product, event, interval, time sampling, duration, and latency) are used in to evaluate academic and social outcomes of students with disabilities.
Multiple Data Collection Procedures
Lingo, A. S., Barton-Arwood, S. M., Jolivette, K. (2011). Teachers working together:
Improving learning outcomes in the inclusive classroom - Practical strategies and examples. TEACHING Exceptional Children 43(3), 6-13.
Permanent Product
Babkie, A. M., & Provost, M. C. (2004). Teachers as researcher. Intervention in School
and Clinic, 39(5), 260-268.
Jolivette, K., Wehby, J., Canale, J., & Massey, N. (2001). Effects of choice-making
opportunities on the behavior of students with emotional and behavioral disorders. Behavioral Disorders, 26, 131-145.
Event Recording
Alber-Morgan, S., Ramp, E., Anderson, L., & Martin. C. (2007). Effects of repeated
readings, error correction, and performance feedback on the fluency and comprehension of middle school students with behavior problems. The Journal of Special Education, 41, 17-30.
Nelson, C., McDonnell, A., Johnston, S., Crompton, A., Nelson, A. (2007). Keys to
play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Education and Training in Developmental Disabilities, 24, 165-181.
Interval and Time Sampling
Allday, R. A., & Pakurar, K. (2007). Effects if teacher greetings on student on-task
behavior. Journal of Applied Behavior Analysis, 40(2), 317-320.
Bryan, L., & Gast, D. (2000). Teaching on-task and on-schedule behaviors to high
functioning children via picture activity schedules. Journal of Autism and Developmental Disorders, 30(6), 553-564.
Graham- Day, K. J., Gardner, R., & Yi-Wei, H. (2010). Increasing on-task behaviors of
high school students with attention deficit hyperactivity disorder: Is it enough? Education and Treatment of Children, 205-221.
Haley, J. L., Heick, P. F.,Luiselli, J. K. (2010). Use of antecedent intervention to
decrease vocal stereotypy of a student with autism in the general education classroom. Child and Family Behavior Therapy, 32(4), 311-321.
Vlaskamp. C., de Geeterm K., Hujsmans, L. M., & Smit, I. H. (2003). Passive activities:
The effectiveness of multisensory environments on the level of activity of
individuals with profound multiple disabilities. Journal of Applied Research in Intellectual Disabilities, 16(2), 135-143.
Duration
Gresham, F., Van, M., & Cook, C. (2006). Social skills training for teaching
replacement behaviors: Remediating acquisition deficits in at-risk students. Behavioral Disorders, 31, 363-377.
Kim, O., Hupp, S.(2007). Instructional interactions of students with cognitive
disabilities: Sequential analysis. American Journal of Mental Retardation, 112, 94-106.
Latency
Ardoin, S., Martens, B., & Wolfe, L. (1999). Using high probability instruction
sequences with fading to increase student compliance with transitions. Journal of Applied Behavior Analysis, 32, 339-351.
Wehby, J. H., & Hollahan, M. S. (2000). Effects of high-probability requests on the
latency to initiate academic tasks. Journal of Applied Behavior Analysis, 33(2), 259-262.